Vosper+Hignett+2017+HFE+in+Parhmacy+Education+AJPE+_+ACCEPTED+version.pdf (677.71 kB)
A UK perspective on human factors and patient safety education in pharmacy curricula
Objectives: Avoiding unnecessary harm is increasingly a priority for healthcare organisations and this focus has seen the emergence of patient safety as a distinct discipline. The value of Human Factors and Ergonomics (HFE) approaches in underpinning this safety science is becoming recognised. This shift in professional priorities has been slow to filter into educational curricula, and little is known about how providers support students in developing safety competence. With respect to pharmacy education, this is problematic, given the high occurrence of drug-related adverse events. The aim of this review was to take a systematic approach to exploring patient safety teaching in healthcare curricula.
Findings: Key findings included a lack of formally articulated patient safety curricula, meaning student understanding is significantly shaped by a ‘hidden curriculum’ (informal learning about safety). The quality of this curriculum is influenced by the culture of the practice environment. Human Factors and Ergonomics appeared largely absent from curricula.
Summary: Despite its absence from healthcare curricula, Human Factors and Ergonomics approaches offer a vehicle for embedding patient safety teaching. The authors suggest a model for a future curriculum.
History
School
- Design
Published in
American Journal of Pharmaceutical EducationCitation
VOSPER, H. and HIGNETT, S., 2018. A UK perspective on human factors and patient safety education in pharmacy curricula. American Journal of Pharmaceutical Education, 82 (3), Article 6184.Publisher
American Association of Colleges of PharmacyVersion
- AM (Accepted Manuscript)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Acceptance date
2017-07-27Publication date
2018-04-01Notes
This paper was accepted for publication in the journal American Journal of Pharmaceutical Education and the definitive published version is available at https://doi.org/10.5688/ajpe6184ISSN
0002-9459Publisher version
Language
- en